Pennsylvania Department of Education

Transcription

1 Pennsylvania Department of Commonwealth of Pennsylvania Department of 333 Market Street Harrisburg, PA Special Report (Last Approved: Wednesday, July 23, 2008) Entity: Susquehanna Township SD Address: 3550 Elmerton Ave Harrisburg, PA Phone: (717) Ext: 0142 Contact Name: Susan Kegerise

2 School District Demographics School District IU # Superintendent # of Bldgs Susquehanna Township SD Capital Area IU 15 Dr. Susan Kegerise Total Enrollment District Special Contact: Name Title Phone Fax LuAnn Schaffer- Yeager Director of Student Services/Special (717) Special Plan Team Members (717) Total Unduplicated SES Students lschafferyeager@hannasd.org Name Affiliation Membership Category Appointed By Angela Bell Special Task Force Parent Parent Task Force Camilla Dodds Susquehanna Township School District Speech/Language Clinician Secondary Other Director Student Services/Special Cara Klinger Susquehanna Township S.D. Parent Director of Student Services/Special Carrie Martin Susquehanna Twp. S.D. Thomas Holtzman Christine Sullivan David Hepford Special Teacher Director Student Services/Special Para Educator Other Director of Student Services/Special Consultant Special Representative Director Student Services/Special Donna Waltz Para Educator Other Director of Student Services/Special Dr. Cathy Taschner STSD Assistant Superintendent Administrator Superintendent Dr. Susan Kegerise Superintendent Administrator Strategic Plan Task Force Glenn Covert Susquehanna Twp. District-Wide Ed Specialist - School Counselor Glenna McClure Jackie McCoy Special Department Coordinator STSD - Teacher Other Special Teacher Director Student Services/Special Special Task Force STEA Jessica STSD Elementary Assistant Administrator Admnistration

3 Jacobs Joan Tracy Principal Susquehanna Twp. S.D. Transition Other Facilitator Jodie Van STSD Den Hengel Karla Weaver STSD Teacher Kristin Minch STSD - Middle School Assist Principal Lonnie Fletcher LuAnn Schaffer- Yeager Special Department Coordinator STSD Director of Student Services/Special Special Teacher Special Teacher Administrator Other Administrator Mark Haas STSD Psychologist Ed Specialist - School Psychologist Michele Sowers Rebecca Dietrich Rosemary Tamanini Sarah Lawrence Susan Raeker- Jordan STSD - School Counselor Ed Specialist - School Counselor Susquehanna Twp. S.D. Sara Lindemuth Susquehanna Township S.D. Sara Lindemuth STSD Teacher Regular Teacher Elementary School Teacher Secondary School Teacher Director of Student Services/Special STEA Director Student Services/Special Director Student Services/Special Director of Student Services/Special Administration Director Student ServicesSpecial Pupil Services Team Director of Pupil Services/Special Director of Student Services/Special Director of Pupil Services/Special Special Task Force Parent Principal Program Evaluation (P.L , 612(2) and 613(a)) Current Program Strengths and Highlights The Susquehanna Township School District (STSD) takes great pride in the highly qualified staff that makes up the special education department. Special education teachers hold valid certificates and are currently highly qualified for all subjects in which they are the teacher of record. Our department is committed to educating all of its students with disabilities in quality programs. The District is committed to educating students in the Least Restrictive Environment (LRE). Supplementary aids and services are used K-12 to ensure that students are accessing and deriving meaningful benefit from the general education curriculum. The District provides a full continuum of service for each student based on the Individualized Plan (IEP).

4 Para educators support the classroom instruction provided to students. Para educators participate in professional development opportunities at the building and district level and are trained in specific programs used in various buildings/grade levels. Related Services The District has 3.0 speech/language clinicians who provide both direct instruction and consultative support to teachers for students in grades K-12. The District has instituted a K-12 Response to Instruction and Intervention (RTII) process to ensure that all students are making appropriate academic growth. A K-12 Helping Every Student Progress (HELP) team is used to identify and support students who are at risk. A District social worker who provides direct and consultative services to our emotional support population. al Specialists who provide positive behavior management plans to help students develop the social and emotional competencies that positively impact their academic progress. Reading and math coaches who help prepare our students to increase their reading and math skills. Occupational/Physical Therapists who provide direct and consultative services to students and staff with emphasis on sensory diets for our autistic population. Special services are overseen by a Director of Special. Principals are responsible for specific grade levels or district feeder patterns, to better assure continuity of programs and services to meet needs of its students. Building principals also serve in the capacity of Local Agency (LEA) representatives at their respective schools. Monthly department meetings are conducted, focusing on instructional, staff development and compliance issues. To guide professional development opportunities and provide additional support to staff in a particular disability or subject areas, Assistant Superintendents have been assigned to assist building teams and the director in maintaining program integrity. In-service days that occur during the school year are dedicated to either building-level activities or district-wide special education training by district or consultative staff. Special staff may attend professional development sessions conducted at the Capital Area Intermediate Unit (CAIU), Pennsylvania and Technical Assistance Network (PaTTAN), Council for Exceptional Children (CEC) and/or workshops offered through the Pennsylvania Department of (PDE), such as Making a Difference: al Practices that Work. Special education staff is encouraged to attend summer training institutes, such as the Low Incidence Conference or the Autism Conference, typically held at Penn State University. A few staff members have attended national conferences. The department also has a transition coordinator who helps in the transition of special needs students from school to work. This person coordinates the Key2Work on-line web based program that is aligned with PA State Standards for our secondary age students. Additional vocational programming is provided through planned community based trips, job shadowing opportunities, work study and work experience programs and attendance at Dauphin County Technical School if students so desire. Transition staffing is done in the spring to bring together community based agencies to identify supports and services available to students' pre and post graduation. A Special Parent Task Force meets three times a year to plan special parent training workshops as well as provide parent networking opportunities. Parents are also involved in the special education process through the participation in the Multi-disciplinary (MDE) and Individualized Program (IEP) team meetings, informational meetings, and volunteer

5 opportunities. Workshops for parents are posted on the district website. These sessions include information on specific topics so parents can have an additional forum for discussing concerns with others sharing similar challenges in raising a child with special needs. A Friendship club meets monthly to plan social events and to provide interaction between regular education students and students with special needs. Strengths of the special education program lies in the ability of the general and special education staff to work together in providing services to students in the least restrictive environment using collaborative efforts. Special educators and para educators support and supplement general educators in inclusive environments, through the use of flexible skills groups, small group instruction or co-teaching models. Both general and special education teachers are receiving training at developing accommodations and modifications for students in order that they can maintain attendance in a general education setting. Communication and collaboration is on-going for students to be supported before, during and after instructional lessons. Membership, Participation and Learning training has further enhanced collegiality among staff members in an "our students' philosophy. Specific educational practices have been identified by district administrators as critical in maximizing student success. Emphasis has been placed on staff development with on-going coaching, appropriate resources, and frequent evaluation of the instructional practices and student data review. All special education caseloads are within the required guidelines provided by the Pennsylvania Department of. Scheduling ensures that natural proportions are observed within individual classrooms. For students with the most significant disabilities, para educator support is present in greater numbers to ensure a small staff-to-student ratio. When needed consultative services are provided to staff through the district. The district has access to an assistive technology consultant as well as behavioral specialists. Special teachers have received training on Functional Behavior Assessment, Behavior Intervention Plans, Crisis Plans and Manifestation Determinations. These trainings always focus on the use of positive techniques to address the development and maintenance of behaviors in the least intrusive manner. Building teams remain current in certifications in Safe Crisis Management (SCM), First Aid and CPR. Also a consulting psychiatrist is available to conference with IEP teams or complete reports/make recommendations for appropriate placements. Community-Based training Instruction is provided for elementary, middle and high school students requiring functional skills as part of their curriculum. These students participate in cocurricular activities and if needed an interpreter or a mobility specialist is provided. The district calendar, website, and special education procedure booklet is available to staff, parents and the community for additional information about special education. Our district continues to cultivate sensitivity and a respect/appreciation of human diversity. Identifying Students with Learning Disabilities Susquehanna Township School District continues to use the discrepancy model, a process that examines whether a child exhibits a pattern of strengths and weaknesses, relative to intellectual ability as defined by a severe discrepancy between intellectual ability and achievement, or relative to age or grade, to identify students with specific learning disabilities at all levels and for any private school request for evaluation. Summarization - Once it has been determined that a student's failure to achieve is not related to lack of high quality instruction, parent permission for a multi-disciplinary evaluation is sought.

6 Data is collected and reviewed and achievement, cognitive ability and other assessments are conducted according to an individual student's need. Examination of the assessment results determines whether a student displays strengths and weaknesses relative to intellectual ability that represent a severe discrepancy between intellectual ability and achievement as compared to the student's age or grade. For identification purposes, the multidisciplinary evaluation determines that the student's difficulties are not the result of visual, hearing or orthopedic disability, mental retardation, emotional disturbance, cultural factors, environmental/economic disadvantage, medical reasons or limited English proficiency. In addition to assessments, information from parents and teachers is solicited and observations of the student in his/her learning environment occur. Relevant medical findings and effects of the student's environmental cultural or economic background are included in the evaluation report. The evaluation is conducted within the timeliness required by State and Federal regulations. A determination of eligibility is made when the student is not achieving relative to age or state grade-level standards and exhibits a pattern of strengths and weaknesses relative to intellectual ability as defined by a severe discrepancy between intellectual ability and achievement or relative to age or grade. The evaluation report is presented to parent(s) and an Individualized al Plan (IEP) is developed. Enrollment Differences Not significantly disproportionate. Ethnicity Enrollment Differences Not significantly disproportionate. 24 P.S., 1306 and Placements Facilities for Nonresident Students Facility Name Provider of al Services # of Students Receiving Srvcs as of Dec 1 None N/A 0 Nonresident Students Oversight Child find information is published in the district newsletter and posted in district buildings. This includes Special and Protected Handicapped student information. Should STSD be the host school district, we are aware that we need to report 1306 children on PIMS and Penn Data. Note: The host school district is the LEA for 1306 students residing in a facility within school district boundaries. Questions asked when students are enrolled are: Is the child living with foster parents or host home parents in a foster home?

7 Was the child placed for "treatment" (is the child in substitute care), or is the child placed as a foster child for care and supervision. How long will the student remain in the host or foster home status? Should a child be classified as a 1306 student the "Request for Information" forms are completed and sent to the child's self-disclosed school district. Once records are received they are reviewed to determine if all required documents are present and Evaluation Report (ER) or Reevaluation Report (RR) and Individualized Program (IEP) are current. If current, the IEP is implemented and a Notice of Recommended Placement (NOREP) offered. If the ER/RR and/or IEP are not current STSD will immediately implement the last agreed upon IEP to the extent possible until a reevaluation report can be generated and a new IEP developed. A permission to reevaluate is issued and the reevaluation process initiated, culminating in a Reevaluation Report, IEP and NOREP. The student will not be without special education programs and services while the special education process is completed. The district is not aware of barriers limiting its ability to meet the obligations to report students with special needs under section Facilities for Incarcerated Students Facility Name Provider of al Services # of Students Receiving Srvcs as of Dec 1 None N/A 0 Incarcerated Students Oversight The Susquehanna Township School District (STSD) recognizes our operational responsibility to offer a Free Appropriate Public (FAPE) to each student who is eligible for special education until the student or students who turn 21 during the school term are entitled to finish that school term, whichever occurs first. Although no correctional institution is located in the district, if one did exist, the district would comply fully with the requirements of IDEIA and Chapter 14 regarding the identification, evaluation, placement and provision of special education services to all eligible school-age individuals housed therein. Eligible students would be entitled to receive special education both when charged with a criminal offense and are awaiting trial and after they have been convicted of a criminal offense. Specifically, school districts providing special education services to incarcerated school-aged individuals are required to: 1.comply with the "child-find" obligations of IDEIA 2.utilize appropriate evaluation procedures and diagnostic/screening instruments to determine the eligibility and educational needs of inmates: 3.implement timely review and/or develop Individualized Programs (IEP's) for eligible students in accordance with state and federal laws and regulations, including compliance with procedural safeguards; and 4. provide FAPE in conformity with the IEP. Further, if a correctional institution were located in the STSD, the district would have a responsibility to adopt and use a system to locate and identify all students within the district's jurisdiction who were thought to be eligible and to determine those students' needs through a screening and evaluation process which meets the requirements of Chapter 14. Part of this responsibility would be to provide annual public notices under Section The district would send their annual public notice to the warden of each county jail or prison within their jurisdiction. Furthermore, we would develop a systematic, on-going means of communicating with these institutions to ensure that all incarcerated students who may be eligible for special education were located, identified, evaluated and if deemed eligible, offered FAPE. In addition, we would obtain

8 information from the Department's Penn Data to determine whether school age inmates had been previously identified as eligible for special education by contacting the Records Center at or Finally, Section 614(d)(6)(B) provides that if a child with a disability is convicted as an adult under state law and incarcerated in an adult prison, the child's IEP team would modify the child's IEP or placement notwithstanding the requirements of section 612(a)(5)(A) and 614(d)(1)(A) (least restrictive environment) if a bona fide security or compelling penological interest that cannot otherwise be accommodated was demonstrated. Where the continued delivery of services in a student's IEP is superseded by the duty of the local correction institution to maintain and control security the school district would conduct an IEP meeting and revise the IEP accordingly, following the usual procedural safeguards provided for under Chapter 14. Least Restrictive Environment 34 CFR Ensuring Maximum Integration Ensuring Maximum Integration The Susquehanna Township School District (STSD) is committed to providing a free appropriate public education to each student identified with disabilities in the least restrictive environment as determined by the IEP team. The district advocates education in the least restrictive environment (LRE). Co-teaching in grades K-12, supports education in the LRE. The district believes that students with disabilities should be taught with non-disabled peers. A full range of supplementary aids and services are provided to students within the general education classroom before any thought is given to removing a student with a disability from regular education. The district supports all federal and state mandates which indicate that placement decisions be made by a team of educators, parents and when appropriate the student, with the focus being on the strengths of the student. The determination of how a child is educated will be made on an individual basis. During the IEP meetings participation in regular education is considered as the first placement and the placement of choice. The IEP team considers what supplemental aids, services and accommodations are needed to enable that student to participate in the regular education environment to the maximum extent possible. The level of support needed, the location to deliver that support, and the grouping of students are determined after the IEP goals have been developed. Removal from part of the regular education program occurs only when it has been demonstrated over a period of time that even with supplemental aids and services, education in that setting cannot be achieved satisfactorily. The district always discusses the gains that each student makes in each content area within the IEP meeting. Extensive efforts have been made throughout the district special education program to educate students ensuring maximum integration. Many students spend their entire day within a regular education setting with either a special education teacher or para educator providing support on a frequent basis. More special education teachers are co-teaching lessons in the regular education setting, and accommodations, adaptations or modifications to tests, quizzes or study guides are utilized by many students in the class. Other students are provided one-to-one support assistance during the school day. At the elementary level targeted skills groups designed to meet individual learning needs, are utilized for students at benchmark, strategic and intensive levels. These groups are taught by either special or general education teachers and contain both general and special education students. At the secondary level, inclusion models are in effect, allowing students to participate in instruction with their general education peers with supports from learning support teachers and para educators. Extended periods and leveled resources in core subjects, allow previewing/acceleration for students needing instruction to participate more fully in general education discussions and classroom activities. Team meetings provide a venue for sharing student progress or concerns. Additionally, the use of graphic organizers, targeted

9 vocabulary instruction, essential questions and summarization techniques are used district-wide. The district employs professional development specialist(s) who provide training to staff on-site in district and state initiatives. The district continues to support ways to facilitate collaborative planning time to improve educational programming. Further, ongoing discussions, planning and in-servicing will continue to promote the concept and practice of maximum integration. Our district-wide induction program addresses this issue yearly. Smaller sized workshops are offered to teachers having problems providing services to all students when using an integrated delivery model. The district will continue to provide in-service trainings to all regular and special staff along with administrators on information about the requirements of IDEIA, Chapter 14, and section 504. Two behavior coaches work with teachers in classroom management techniques that allow students with behavioral challenges to remain engaged and productive in general education classes. Autism consultants assist school teams in creating programming for students with autism that ensure access to the general education curriculum. A CAIU assistive technology (AT) coordinator assesses students' technology needs to provide appropriate devices which allow students to participate with their general education peers. The district uses PaTTAN's short-term loan program for AT trails. A CAIU vision support teacher, an Orientation and Mobility specialist and a materials specialist support students who are blind or visually impaired to remain in the least restrictive environment. Similarly, a teacher of the Deaf/Hard of Hearing provides support for students with hearing loss who are placed in general education classrooms. The inclusion of students in private institutions will be addressed within their annual IEP meeting to determine how to ensure, to the maximum extent appropriate, how they will be educated with non-disabled peers. The director of pupil services/special education or designee participates in IEP meetings for students who are placed out of the district. Each IEP team discusses the student's readiness to return to his/her home school. As appropriate, the team develops a transition plan to successfully support the student's return to the district. The Susquehanna Township School District is cognizant of the Gaskin settlement and the implications this settlement has within the educational sector at STSD and across the Commonwealth. STSD is confident that our current model of ensuring maximum integration meets the standards that the Bureau Directors Advisory Panel on LRE has developed. Supplementary Aids and Services Service/Resource Assistive Technology CAIU training for Learning Focused Schools interventions Collaborative (SAS) Description Assess and provide individuals in need with the appropriate assistive technology devices to ensure success in the general education curriculum. Teachers in-serviced on weekly professional development in research based best practices that will enable all students to succeed. -Monthly faculty meetings, a portion of which is dedicated to providing up-dates on instructional techniques for students in the mainstream -Monthly special education department meetings which provide a forum for a discussion of Best Practices to deliver services to students in the general education setting. -In-serving from the CAIU, PaTTAN, and outside agencies to special education and regular education staff -Scheduling is completed with input from parents, special and regular educators as well as counselors and related service providers -Team meetings to discuss

10 Deaf and Hard of Hearing itinerants as well as Audiologist. American Sign Language Interpreter Instructional (SAS) Nurses Para educators Personal Care Aides Physical (SAS) Reading and Math Specialists Reading/Math Coaches Social-Behavioral (SAS) challenges and successes as well as to brainstorm innovative services. Time for co-planning and team planning. Co-teaching between general education, special education, and para educators. Work directly with hearing impaired students and their teachers to provide strategies that will enable them to be successful in the general education classroom. Provide training to teachers in regards to hearing aids and their use. -Modify student expectations for meeting curricular goals -Provide teacher/paraeducator assistance in the a co-teaching regular education environment -Ensure that student has enough time to demonstrate mastery of the general education curriculum -Develop alternative methods of demonstrating competancy -Provide notetaker services -Interpreter/speech and language services for the student who is deaf and/or hearing impaired -Use of braille or large print for students who are visually impaired -Differentiate instruction to provide for students at different levels of academic ability -Deliver instruction using research based materials -Adapt instruction using the learning focused schools strategies Monitor and proactively address health concerns so that the student can remain in the general education environment. Work directly with special needs students in the general education classes to meet their specially designed instructional needs. They assist with progress monitoring to determine if review and preview is needed. They collaborate with the general education and special education teachers to implement behavior intervention plans. Provide direct health services or accommodations to students so that they may remain in the general education classroom with assistance. -Provide a learning environment conducive to meeting learner needs, i.e. preferential seating, changes in lighting, fm systems, adapted furniture. -Wheelchair accessibility through use of ramps and lifts -Transportation to and from school that is accessible - Assistive technology -Sensory input accommodations -Visual schedules These professionals provide direct instruction to at-risk and identified students who are struggling with reading and math. They also support teachers in learning new and innovative techniques. Elementary, Middle School, and High School reading and math specialists model reading and math research based learning strategies so that general education teachers can differentiate instruction to meet a variety of needs. They also work with special teachers to provide best practice strategies. -2 Certified School Psychologists help to develop intervention plans that are implemented in the general education classrooms. They may model specific strategies so that teachers can implement the plan in the manner intended. This may include data collection that will shape instruction -Behavior specialist provides assessment, planning, implementation and evaluation of behavior intervention plans and functional behavior assessments -Psychiatric services provide assessment, planning, implementation and evaluation for students in need of mental health stabilization and in depth cognitive evaluation. -4 High School Counselors 2 Middle School Counselors 2 Elementary School Counselors may help with

11 Special Parent Task Force Speech and Language services Susquehanna Township School District Helping Every Learner Progress Teams (HELP). Therabilities - OT/PT services Transition Services Vision Itinerants intervention plans within the general education classroom to ensure that the appropriate course of study is planned. Schedules are created to provide maximum general education course work. Social worker provides assistance with intervention plans when general education teachers need help meeting student needs. He/she works directly with students who are in a crisis mode or who are atrisk. Outcomes could include: the implementation of Behavior Intervention Plans -Social Skills training -Peer/Best Buddy support - Level system - Reinforcers - Counseling services - School-wide Positive Behavior Support Instruction. Provides support services and training for families who have children with special needs. Provide tutors in the general education classes. Work directly with students and/or teachers to develop pragmatic language skills as well as articulation, social skills, and social stories. The HELP team is used to develop action plans, implement remedial strategies, monitor progress and make referrals as needed for students who are experiencing difficulties in school. These strategies assist special education students to remain in the general education classroom. Provides direct instruction or consult services to students in the general education classrooms. Model techniques for teachers to elicit the appropriate responses. Transition facilitator in collaboration with special education teachers, plans community based outings for life skills students so that they can be a part of the general population in every day settings (grocery store, malls, banks, etc.) to effectively travel within the community on public transportation. Facilitator also conducts graduate exit surveys and TCAR meetings. Work directly with vision impaired students and their teachers to provide strategies that will enable them to be successful in the general education classroom. Provide training to teachers in regards to Braille and enlarged print. Use of assistive technology to provide books on CD roms. Mobility training to enable vision impaired students to navigate the school environment. LRE Data Analysis Personnel Development Activities Topic: Through the use of instructional initiatives such as Learning Focused Schools (LFS), Membership, Participation, and Learning (MPL) and the Verbal Behavior Project as well as correct documentation of the least restrictive environment, students with disabilities will be increasingly educated with non-disabled students in their home school

12 district, meeting the SPP target. Anticipated Dates On-going over the life of this plan aligned with the districtwide in-service calendar. Partners Participants and Audience Format Evidence of Results PATTAN Staff, Parent, New Staff, IU Staff, Paraprofessional, Instructional Staff, Consultant(s), Administrative Staff, Administration, Related Service District Personnel Staff On-site with Guided Practice, Workshops with Joint Planning Periods, Conferences, Study Groups In the area of least restrictive environment, STSD is continuing to implement the Learning Focused Schools (LFS) initiative. All staff members will be trained by the end of the school year. Observations of teaching staff completed by administrators focus on the strategies that most impact student achievement: vocabulary in context, extending thinking activities, advanced organizers, nonverbal representations and summarizations. Lesson Plan components (Essential Questions, Activating Strategies, Teaching Strategies and Summarizing Strategies) are also monitored by administration. Observations using these tools are documented on a spread sheet. This will result in

13 an increase of the population of students served inside the regular class 80% or more. The district will continue to stay below the state target for special education students inside the regular class less than 40%. The district will ensure that the appropriate supplementary aids and supports are present in classrooms so that the number of students in other settings will be decreased. Inclusive practice is the area targeted by the Membership, Participation, Learning (MPL) grant. STSD will work to expand the MPL initiative to all schools by the school year. All relevant professional and para educator staff will be trained in best inclusive practices, SAS Tool Kit, learning maps, teaching essential content, differentiated instruction, increased collaboration with general educators and co-teaching models as indicated by signin sheets from various trainings. On-going over the life of this plan aligned with the districtwide in-service calendar. PATTAN Staff, IU Staff Parent, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel On-site with Guided Practice, Workshops with Joint Planning Periods, Conferences

14 This will result in an increase of the population of students served inside the regular class 80% or more. The district will continue to stay below the state target for special education students inside the regular class less than 40%. The district will ensure that the appropriate supplementary aids and supports are present in classrooms so that the number of students in other settings will be decreased. The district plans to expand our PA Verbal Behavior services that is currently in our K- 2 building to our 3-5 building during the school year and then to our secondary buildings by the school year. Through these training groups of staff members (teacher for the autistic, internal behavior coach, para educator(s), and speech/language clinician) are trained in applied behavior analysis. When certified, the team is able to critique case studies and provide additional On-going over the life of this plan aligned with the districtwide in-service calendar. PATTAN Staff Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel On-site with Guided Practice, Conferences

15 On-going over the life of this plan aligned with the districtwide in-service calendar. District Administration and Building Principals New Staff, Instructional Staff, Administrative Staff, Related Service Personnel On-site with Guided Practice supports for the purpose of expanding our internal services to students diagnosed/labeled on the autistic spectrum. participation will be documented through sign-in sheets. This will result in an increase of the population of students served inside the regular class 80% or more. The district will continue to stay below the state target for special education students inside the regular class less than 40%. The district will ensure that the appropriate supplementary aids and supports are present in classrooms so that the number of students in other settings will be decreased. To meet SPP requirements, training will be provided to ensure that LRE percentages within IEPs are accurate, that NOREP language reflects what is indicated in the student's current IEP and indication that the LRE questions were reviewed and discussed at each annual IEP

16 meeting to ensure that the team considers general education as the starting point for each IEP meeting. participation will be documented through sign-in sheets. This will result in an increase of the population of students served inside the regular class 80% or more. The district will continue to stay below the state target for special education students inside the regular class less than 40%. The district will ensure that the appropriate supplementary aids and supports are present in classrooms so that the number of students in other settings will be decreased. Least Restrictive Environment - Facilities Facility Name Type of Facility Type of Service # of Students Placed Capital Area Intermediate Unit, Hill Top Capital Area Intermediate Unit, Tri- Community Elementary School, Derry Middle School Special Centers Neighboring School Districts Emotional Support Multiple Disabilities Support 4 Autistic Support 3 Manito Other Emotional Support 2 Wordsworth Academy Other Emotional Support 8 Yellow Breeches Other Emotional Support 3 Other Health Impaired Support

17 New Story Other Autistic Support Multiple Disabilities Support Vista School Harrisburg School District Derry Township School District Susquenita School District Approved Private Schools Neighboring School Districts Neighboring School Districts Neighboring School Districts 2 Autistic Support 3 Multiple Disabilities Multiple Disabilities Other Health Impaired Support NorthWestern Human Services Other Autistic Support 1 Hoffman Homes Approved Private Schools Emotional Support Personnel Development for Improved Student Results Personnel Development - PA NCLB Goal #1 Reflections There are currently no reflections selected for this section. Base Line Data During the school year, the Susquehanna Township School District assessed, planned, implemented and evaluated a reading and math initiative to improve student achievement which will result in higher PSSA scores. Staff received training in the use of benchmark assessment; research based reading and math curricula, and scientifically based learning strategies. The Helping Every Learner Progress, (HELP), team is being used to address at-risk students' needs. The district has begun to implement the development of extended periods district-wide. This will enable all children to be instructed by a certified general education teacher and receive support from a highly qualified special education teacher. The para educators in the district have also received training in the best practices related to instructional practices. This training will continue throughout the coming school years. The District has employed reading and math specialists and coaches to assist teachers to improve their instruction through the use of data gathered at least quarterly. Researched-based reading programs including Corrective Reading, Systems 44, Read 180, Inside, American Reading Company, Edge, Rewards, Rewards Plus and Wilson Reading have been implemented to increase skills. Benchmarking math skills and regrouping based on needs has also impacted on student achievement. Differentiating the instruction through the use of technology and learning stations has targeted the specific skill deficits that student's evidence. provided to staff members will include preview/acceleration, differentiated instruction, co-teaching, classroom management, progress monitoring, anchors-based instruction, prioritizing curriculum, standards and core academic programs, and instructional technology. Increased emphasis on Positive Behavior Support will also enable the students to be more on task and ready to learn. Professional development is delivered in an ongoing basis in classrooms weekly, side by side with teachers. All professional development is aimed at creating classroom structures that will support the success of diverse learners. As the school district moves into extended periods smaller groups of students will receive

18 supplemental and enriching instruction. Math and reading curriculum has been realigned to better address the standards and instruction data Proficient/Advanced Reading Grade 3 68% Math Grade 3 64% Reading Grade 4 33% Math Grade 4 64% Reading Grade 5 18% Math Grade 5 24% Reading Grade 6 24% Math Grade 6 30% Reading Grade 7 21% Math Grade 7 23% Reading Grade 8 33% Math Grade 8 27% Reading Grade 11 19% Math Grade 11 15% Personnel Development Activities Topic: Reading (see above) Anticipated Dates will be on-going and take place during two-hour time blocks, building meetings, special education monthly department meetings, and district wide inservice days identified by the school district calendar. Partners PATTAN Staff, IU Staff, Higher Staff, American Reading Company Consultants Participants and Audience Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel Format On-site with Guided Practice, Conferences, Study Groups Evidence of Results Focus will be on instruction that will lead to better developed goals and objectives, specially designed instruction and present level information. The highlight of the inservice training will be on strengthening student reading skills. A comparison to the general education student's results will be conducted to assist in making data driven decisions. As a result the district will assess, plan, implement and evaluate the intervention program with consideration for redesigning curricular content. Teachers will scaffold, accellerate, preview,

19 summarize and differentiate their instruction to meet the needs of individual students. Expected gains, keeping in mind the AYP requirements for for reading are 72%, for reading are 81%, for reading are 91%, and for reading are 100%, using safe harbor, for grades for reading 37%, for reading 42%, for reading 48%, and for reading 53%, for grades for reading 37%, for reading 42%, for reading 48%, and for reading 53%, and for grade for reading 46%, for reading 51%, for reading 56%, and for reading 60%. Topic: Math (see above) Anticipated Dates will take place during two- Partners Participants and Audience Format Evidence of Results PATTAN New Staff, Staff, IU Staff, Paraprofessional, Higher Instructional Staff, On-site with Guided Practice, Conferences, Study Focus will be on instruction that will lead to better

20 hour time blocks, building meetings, special education monthly department meetings and district wide in-inservice days identified by the school district calendar. Staff Administrative Staff, Related Service Personnel Groups developed goals and objectives, specially designed instruction and present level information. The highlight of the inservice training will be on strengthening student math skills. A comparison to the general education student's results will be conducted to assist in making data driven decisions. As a result the district will assess, plan, implement and evaluate the intervention program with consideration for redesigning curricular content. Teachers will scaffold, accellerate, preview, summarize and differentiate their instruction to meet the needs of individual students. Expected gains keeping in mind the AYP requirement for Math are 67%, Math are 78%, Math are 89%, and Math are 100%, and using safe harbor for grades Math 64%, Math 68%, Math 71%, and 2013-

21 2014 Math 74%, for grades Math 54%, Math 59%, Math 63%, and Math 67% and for grade Math 42%, Math 48%, Math 53%, and Math 58%. Qualified Staff Reflections There are currently no reflections selected for this section. Base Line Data All students are taught by highly qualified teachers. All special education teachers are appropriately certified, HOUSSED, Bridged or have taken PRAXIS assessments and are highly qualified. Personnel Development Activities Topic: AUTISM: Students with disabilities will be provided services by an adequate supply of personnel with the knowledge and skills necessary to meet their needs. Anticipated Dates Summer inservice for 2011, 2012, and 2013 and on-going 1 day a month, throughout the year(s) Partners PATTAN Staff, IU Staff, Personnel from Therabilities, a OT/PT provider with expertise in the area of Autism Participants and Audience Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel Format On-site with Guided Practice, Conferences, Study Groups, Distance Learning Evidence of Results All staff supporting students with autism will maintain certification in Safe Crisis Management. Social skills will be taught to all students with autism from K-12 in regularly scheduled sessions, delivered by

22 special education teachers or speech/language clinicians. A method of obtaining baseline data will be used for each student receiving autistic support and additional data for these students will be kept and charted and reported to parents quarterly for each IEP goal. Inclusive opportunities will continue for students with autism. Comprehensive Transition plans will be developed for students diagnosed with autism that includes postsecondary training (when appropriate), employment outcomes and daily living activities. Expanded opportunities for travel training and community based instruction for this population of students will be provided. Additional work experiences opportunities will be sought for students with autism. STSD will increase verbal behavior services for students with

23 autism. Topic: ROLE OF PARAEDUCATOR: Paraeducators are required to have 20 hours of staff development annually Anticipated Dates 20 hours during each school year plus assessment of skills. Partners Participants and Audience Format Evidence of Results PATTAN Staff, CAPE Testing through a certified provider New Staff, Paraprofessional On-site with Guided Practice, Conferences, Study Groups, Distance Learning All para-educators will receive or maintain designation as Highly Qualified per NCLB and Chapter 14 through completion of at least two years of post-secondary study, possession of an associate degree or higher or demonstration of competence on an assessment in reading, writing and math designed specifically for para educators and meeting a rigorous standard for quality. Para educators will also demonstrate completion of 20 hours of staff development activities related to their assignment yearly, as evidenced by session sign-in sheets. The District will maintain a 100% compliance with these requirements. STSD will continue to offer training to para educators, as

24 applicable, in Safe Crisis Management, Behavior Support, First Aid/CRP, Areas of Disabilities, specific instructional programs used in STSD and other topics identified as areas of need. Transition/Post School Outcomes Reflections There are currently no reflections selected for this section. Base Line Data For the school year, 98% of students with IEPs graduated from the Susquehanna Township School District. The special education staff will strive to maintain this exceptional record. Personnel Development Activities Topic: TRANSITION: Students with disabilities will demonstrate increased ability to successfully make the transitions to school age programs, to work, to post-secondary education and/or adult life. Anticipated Dates Partners Participants and Audience During the PATTAN New Staff, fall and Staff, School Paraprofessional, spring of to Work Instructional Staff, each school Partnership year, , , Administrative Staff, Related Service Personnel and , staff members will receive training in the best practices in transition Format On-site with Guided Practice, Conferences, Study Groups, Distance Learning Evidence of Results With the district's graduation rate at 98% and a transition program that has been commended in the previous 2 cyclical monitoring, all students have been prepared for the post-secondary education, military, world of work (competitive or sheltered) or community living. The district will continue to: implement the use

25 of a transition survey to guide teams in developing appropriate IEP transition goals/activities, reviewed annually by the Transition Facilitator, with dated sign-off, development/implement individual student portfolios to measure progress toward achievement of transition goals, reviewed yearly by case manager, with sign-off, annual meetings between case managers and Transition Facilitator to examine credits/adjust schedules to keep students on track for graduation. The Transition Task Force will plan more student and family involvement to include more student-led IEPs, expanded work opportunities/career awareness, transition fairs, and expansion of the Transition Council (T-CARS) community collaboration meetings with increased outside agency involvement for students in grade 11) Behavior Support Services Reflections There are currently no reflections selected for this section. Summarized School District Policy The Susquehanna Township School District believes in the use of positive behavior support. The policy is designed to enable children with individualized educational programs (IEPs) who need a behavior management program, to benefit from their free appropriate education program (FAPE) within the least restrictive environment (LRE) in accordance with the requirements in PA's

26 Regulation and Standards. New provisions in 22 Pa. Code Chapter and Chapter effective 2008 require that behavior support programs and plans be based on a functional assessment of behavior. Restraints are only to be considered as a measure of last resort, after other less restrictive measures have been used. The use of prone restraints is prohibited in educational settings. Therefore, effective techniques will be employed to modify the contextual influences of behavior, teach socially appropriate alternate skills and reduce problem behavior. The Behavior Intervention Plan (BIP) will be part of the student's IEP. Physical restraints should be avoided and may only be used as a crisis intervention to control acute aggressive behavior when the student is acting in a manner as to be a clear and present danger to him/her, to other students, to employees, or others. Should physical restraint be needed, the event must be documented, the IEP reviewed and parents notified and IEP team meeting conducted within 10-school days unless the parent waives the need in writing. Teachers and staff utilizing physical restraint as a protective procedure must be certified in safe crisis management interventions. The District will not employ aversive techniques of intervention such as corporal punishment, locked rooms, deprivation of human rights, demeaning behaviors, etc. Finally, the revised language in Section and Section provide that subsequent to a referral to law enforcement for those who already have a positive behavior support plan that an updated functional behavior assessment be performed and the plan updated. Two behavior coaches employed by STSD train and facilitate staff in meeting the emotional or behavioral needs of all students. These specialists consult with staff to provide assistance for general management strategies or specific student concerns. Staff members in buildings served by the behavior coaches receive regular training on topics of behavior management as a result of monthly on-site visits. Behavior coaches always base their training and instruction on the use of positive techniques to address development and maintenance of behaviors in the least intrusive manner. All staff members working with low incidence classrooms are trained in Safe Crisis Management (SCM). General building teams who deal with high level needs for other students are also trained in SCM training. Personnel Development Activities Topic: Positive Behavioral Supports will be in place to provide for a safe and secure learning environment for every student. Anticipated Dates Partners Participants and Audience Format Evidence of Results On-going over the life of this plan aligned with the districtwide inservice calendar training opportunities. Outside trainers Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel On-site with Guided Practice, Conferences, Study Groups Following the implementation of (positive behavior programs) and continued training of special education staff in functional behavior assessment and behavior intervention plans, the rate of referral to alternative schools should continue to show a downward trend district-wide.